This three-part workshop is based on what the research tells us about non-literate learners, why they learn differently, the basic skills they need, and how you can teach these skills.
This professional development activity/course is designed for:
- ESOL teachers who have some experience working with English language learners (ELs) who lack literacy skills
Adult ELs with no print literacy present a special challenge to adult ESOL teachers and programs. Because they cannot be taught with the usual ESOL materials, it can be difficult to serve these learners effectively in a mixed-level class.
Part 1: Friday, November 17, 2017, 9:30 a.m.–3:30 p.m.
In the face-to-face session, you will learn what research teaches us about the following:
- How non-literacy affects learning for adults
- What non-literate adults lack in the way of learning skills and information-processing skills
- What foundation skills (in particular, phonological processing skills) must be in place for non-literate learners to be able to move into literacy successfully
Before the follow-up online video sessions, you will:
- Receive instruction on how to include foundation phonological skills in your teaching and how to avoid some pitfalls that make learning difficult for non-literate adults
- Choose one or two teaching strategies to try in your own classes and then report on in the follow-up sessions
Follow-Up Video Sessions (connection information will be sent in advance of the follow-up sessions):
- Part 2: December 8, 2017, 11:30 a.m.–1:30 p.m.
- Part 3: January 12, 2018, 11:30 a.m.–1:30 p.m.
In the two follow-up online video sessions, you will:
- Report on what you tried in your classroom
- Hear and learn from your colleagues’ experiences
- Clarify anything you are unsure about
- Discover resources for learning more about this adult population and how best to teach them
Upon completion of this professional development activity/course, you will be able to:
- Identify three ways in which non-literate adult ELs differ from literate learners
- Explain how teaching pre-literacy language skills creates a foundation for literacy
- Evaluate at least four instructional materials as to their suitability for use with non-literate adult ELs
- Identify two approaches to classroom management that will benefit non-literate adult ELs who are part of a mixed-level class
Preferred, but not absolutely necessary: Some experience teaching English as an additional or other language, and some experience teaching reading